The expansion of distance education programmes in the international and Greek academic context has led to a shift in focus from teaching to learning, which postulates new roles for tutors. Based on the premise that tutor feedback is more than just the assessment of a written assignment, the present article explores the impact of feedback provided by tutors on the learning process of distance post-graduate students attending the Master's in education (M.Ed.) in The Teaching of English as a Foreign/International Language offered by the Hellenic Open University (HOU). The research involves data collected through a questionnaire as well as samples of tutor feedback given to HOU students of the specific M.Ed. programme. The findings of the study suggest that, although students are pleased with tutor feedback to some extent, some aspects of feedback are in need of improvement. These findings could subsequently contribute to ameliorating the feedback provision scheme currently used by HOU tutors by adapting it to students’ learning needs.